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More differentiation for small groups

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Focusing more on math vocabulary.

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create a platform to enable students think critically.

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I am involving students more actively in the identification of their areas of growth.

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Students use manipulatives / counters to solve math application problems. This hleps them to be more confident problem solvers. 

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Students use manipulatives / counters to solve math application problems. This hleps them to be more confident problem solvers. 

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Having a structure to lessons throughout the week.

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Continuously connecting/bridging concepts with prior knowledge. 

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Continuously connecting/bridging concepts with prior knowledge. 

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Give students different options for homework.

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Flipped learning practices. Students read and watch videos on their own before class. This leaves for time for application and discussion in class.

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I started number talks and having an open ended questions with students for critical thinking.

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Focusing on Math vocabulary and relate what it really means and how to connect it with the learning unit

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Learning in groups.Self assessment

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More department and school discussions about thinking in classrooms.

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Focusing more on active learning

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Connecting math to other curriculum areas.

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More students discussion and Less teacher intervention

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More students discussion and Less teacher intervention

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Encouraging students to use math vocabulary

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Encouraging students to use math vocabulary

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Students are using number talks, manipulatives were being used

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Students are using number talks, manipulatives were being used

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I included the practices and how it’s impact on the lesson and now my students are aware of what practices they are applying in their learning.

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I included the practices and how it’s impact on the lesson and now my students are aware of what practices they are applying in their learning.

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more engagement; kids are less able to "sit back" and watch, wait for us to move on. Richer number talks.

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more engagement; kids are less able to "sit back" and watch, wait for us to move on. Richer number talks.

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Given students the opportunity to come up with their own strategy

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Given students the opportunity to come up with their own strategy

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Collaborative work in small groups.  Having speaker leaders in small groups in order to open up discussion.

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Collaborative work in small groups.  Having speaker leaders in small groups in order to open up discussion.

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Teaching in small groups.

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Model for small groups and using manipulatives.

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Model for small groups and using manipulatives.

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Students are taking up making mistakes is a part of learning.

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Students are taking up making mistakes is a part of learning.

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Students reflect on their learning and file their exit ticket into easy, challenging, or too difficult/didn't finish.

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Students reflect on their learning and file their exit ticket into easy, challenging, or too difficult/didn't finish.

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Working on their basic skills

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The use of manipulatives help them to actually visualize the problem.

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The use of manipulatives help them to actually visualize the problem.

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* Reading learning objective prior to lesson and reflected at the end of lesson
* Small Groups
* Math Vocabulary with pictures and words

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We start with everyday related problems like a number talk.It is an open-ended discussion.

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We start with everyday related problems like a number talk.It is an open-ended discussion.

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Focus on application and discussion in class between students. Less sage on stage time.

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ownership of learning

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Students are learning from each other and are not as afraid to make mistakes

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Students are learning from each other and are not as afraid to make mistakes

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Visually Random Groups
Begin the class with a thinking task.
Use of more whiteboards for students

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Students are feeling more confident in explaining their thinking using math vocab.

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Students have started enjoying Math sessions using workstations

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Students have started enjoying Math sessions using workstations

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The class is engaged with all eyes looking at the picture and thinking different. There is voice and thinking with reasoning happening.

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The class is engaged with all eyes looking at the picture and thinking different. There is voice and thinking with reasoning happening.

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They are enjoying learning and actively participating

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Students are building confidence as advocates for their own learning.

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Students feel more confident and own their learning.

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Students feel more confident and own their learning.

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Way more confidence!!

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A greater appreciation for the connectidness of math concepts. 

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A greater appreciation for the connectidness of math concepts. 

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Students have become more independent in their learning by not relying on me as the teacher to teach but them taking ownership of their learning.  They work in small groups.   

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Students have become more independent in their learning by not relying on me as the teacher to teach but them taking ownership of their learning.  They work in small groups.   

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Students are taking risks and are not scared of making mistakes 

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Students are taking risks and are not scared of making mistakes 

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More student engagement and ready to take risks.

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More student engagement and ready to take risks.

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Making student centered where students share different strategies of solving problems.

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Making student centered where students share different strategies of solving problems.

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Students realize math is a process and it is ok to make mistakes and get support.

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Students realize math is a process and it is ok to make mistakes and get support.

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Students learn from their own mistakes. This gives them insight to solve the next problem.

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Students learn from their own mistakes. This gives them insight to solve the next problem.

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Having more math "talks" and not just math "do's"

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More student participation.

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Students are better engaged in their learning.

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Students are better engaged in their learning.

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Students are more engaged when using stations, and builds that curiosity for learning and listening to others ideas

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incorporating technology (multimedia) & new platform for learning

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incorporating technology (multimedia) & new platform for learning

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Due to a small class of IB AI math students, I have shifted into a different style of instruction. Previously I would typically circulate between several different table groups during class, but this class has only one table group. So instead, I have actually joined the group by taking a seat at the table. It's a bit more of a seminar/Harkness style of interacting with the students.

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Students collaborate, take risks, and persevere.

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Supporting each other in asking questions and solving problems together. Comparing work with other groups. Teacher not the first resource of support but being resources to each other. 

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Supporting each other in asking questions and solving problems together. Comparing work with other groups. Teacher not the first resource of support but being resources to each other. 

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* Students have choice of where they get to start their learning - journaling, Zearn, looking at exit ticket prior to learning so they know what they need to take away/be able to do before the lesson ends -

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Students are able to relate  math to real life scenarios . 

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Students are able to relate  math to real life scenarios . 

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Students were able to implement their knowledge and comprehesnion in their formative/summative assessment

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In conjunction with community building and our SS unit based on friendship, the children have been inquiring into this not only within the context of math but other contexts too.

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Giving the students more agency in the classroom 

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Giving the students more agency in the classroom 

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Seeing students thinking in different ways makes to derive teaching points too.

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Seeing students thinking in different ways makes to derive teaching points too.

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Students started to realize that they are actually able to do more than they knew they were able to.

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number talks for critical thinking and whole class discussion

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number talks for critical thinking and whole class discussion

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They know that math is a process of learning where we add different layers each time we are learning a new concept and they are able to make connections between geometry, arithmetic and algebra.

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They know that math is a process of learning where we add different layers each time we are learning a new concept and they are able to make connections between geometry, arithmetic and algebra.

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Rotating centres/small groups with whole class instruction. Giving students more application time with concept development.
Making time for math Reflecting on successes and new learning-this encourages grade appropriate  vocabulary usage.
Reflection on mistakes made and strategies on how students improved and learned from mistakes

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they began to have the ownership of learning, figure out and correct their mistakes

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they began to have the ownership of learning, figure out and correct their mistakes

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The students are reporting a "safe learning environment" where it is ok to make mistakes

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Great to see students using different strategies to solve real-life problems.

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Great to see students using different strategies to solve real-life problems.

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Talking with other teachers from different schools.

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Sitting in leveled groups.

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It's always helpful to collaborate with colleagues, particularly when we worked on adapting the tasks.

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we have shared lot of ideas from different schools

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Teaching at the end after students had a chance to explore the learning on their time.

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Modeling a lesson would be helpful how I can use this in our classrooms

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Give students time to think and figure things out by themselves before you intervene

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Give students time to think and figure things out by themselves before you intervene

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understanding the important element for a problem solving tasks

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understanding the important element for a problem solving tasks

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How can we hold all students accountable to listen for learning during the whole-class discussion/wrap-up?

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Helpful to sit with colleagues at a similar grade level.

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Our resources are not complete/perfect; its okay to adjust

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It is not the presentation of the data but the implementation in the classroom.

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It is not the presentation of the data but the implementation in the classroom.

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observing a lesson in this model being taught

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observing a lesson in this model being taught

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Prepare a demos in our of our classes will be helpful